Commission on Teacher Credentialing
1900 Capitol Avenue Sacramento, CA 95811
(916) 324-8002
Fax (916) 324-8927
www.ctc.ca.gov
Professional Services Division
August 9 , 2012
Dr. Jim Marshall
Associate Dean
CSU Fresno
5005 N. Maple Avenue
Fresno, CA 93740
Dear Dr. Marshall:
Thank you for the submission of your Program Assessment Document for the Preliminary
Education Specialist (Mild/Moderate, Moderate/Severe, and Deaf and Hard of Hearing) and Autism
Spectrum Disorder Added Authorization programs. You will find an attachment containing the
Preliminary Report of Findings from the initial review of your document with feedback and the
standards’ status shown in blue.
During the review, the Program Assessment Readers were looking for the following information:
1. Does the narrative response to the standard describe “how” the standard is being met?
2. Does the response address the language of the standard?
3. Does the documentation support the narrative response and align with the standard?
4. Are the assessments that are used to develop the biennial report included with appropriate
explanation?
For assistance in understanding what Program Assessment requires, please see Chapter six of the
Accreditation Handbook which is posted at http://www.ctc.ca.gov/educator-prep/accredhandbook.html. In addition, the Program Assessment webpage has updated guidance posted at
http://www.ctc.ca.gov/educator-prep/program-accred-assessment.html.
For each program standard, the readers have identified whether the narrative and documentation
provided adequate information for the readers to determine whether program standards are
preliminarily aligned or if additional information is needed. Reviewers attempted to provide as
much guidance as possible on how the program might respond to the request for more
information. It is important to note that the Preliminary Report of Findings does not imply that
any of the Commission’s Program Standards are met. The decision whether each standard is met
or not is the responsibility of the site visit team.
The process of Program Assessment allows each program to respond to questions asked by the
readers and provide additional information. Review PSA 10-12 for the required method of
submitting new information by amending your original document. Do not submit additional
Ensuring Educator Excellence
information outside of the document, as all of the new information and documentation will need
to be included in your final document for the site review team. Additionally, please keep in
mind resubmissions are emailed out to the readers. Please make every effort possible to send
your resubmission in via email. If you are unable to email it to us please mail in two flash drives
with the document so they can be mailed out to the readers (keep in mind this second option will
delay the turnaround time for feedback from the readers).
You will find the attached Preliminary Report of Findings with each program standard
listed. Below each standard is the status the readers have selected at this time. In this first
review, the options for standard status are “Preliminarily Aligned” or “More Information
Needed.” Readers have provided you with specifics in the Questions, Comments, Additional
Information Needed section. If there is additional information needed, you may submit the
information and readers will review it. If the additional information provided addresses the
questions or concern noted, then the standard will be deemed Preliminarily Aligned through the
Program Assessment process. The site visit will gather evidence to confirm the preliminary
findings from the Program Assessment process.
To facilitate a timely review process, and to keep the information fresh in the readers’ minds, we
strongly encourage you to submit the requested information within the next month. (If you
anticipate it taking longer than one month please provide us with an approximate date of your
response.) This information will be forwarded to the original readers for their review. After the
review, you will be notified again whether the additional information was sufficient to respond to
all outstanding questions. This feedback cycle or professional dialogue will continue throughout
the majority of 2012.
The Committee on Accreditation (COA) will need to receive a report from the Program
Assessment readers to configure the site team and to determine whether there are any programs
that require an in-depth review during the site visit. The Preliminary Report of Findings for each
program will be provided to the institution and shared with the Site Visit team as they prepare for
your site visit. It is expected that all Preliminary Reports of Findings will be finalized
approximately six months before your scheduled site visit. Programs that have not been
determined to be preliminarily aligned by readers may end up with an in-depth site visit review,
rather than program sampling.
Please return your amended document electronically as a word or PDF document in an e-mail
attachment to ProgramAssessment@ctc.ca.gov within four weeks from receipt of the readers’
feedback. Documents MUST be formatted to allow for sending via email. Please note that we
cannot accept email attachments that are zipped or larger than 10MB. If necessary you may send
multiple emails to include all of the files (please include the number of emails we should expect
in the first one and indicate the last one). You will receive a confirmation email when your
resubmission has been received. If you do not receive a confirmation within 5 business
days, then your resubmission has not been received. Please contact us directly at the email
above if this happens.
Please note that some of the information needed to determine that Program Standards are met
will be reviewed at the site visit and is indicated as such on the Preliminary Report of Findings
form. There is no need to send that information, but have it available at the site visit.
Should you have questions about the information contained in this report, the Program
Assessment process, or how to submit additional information, please send an e-mail to
ProgramAssessment@ctc.ca.gov and a staff member will respond to you promptly.
Sincerely,
Cheryl Hickey
Administrator of Accreditation
cc:
Dr. Paul Beare, Dean
Dr. Dana Powell
Dr. Nan Barker
Commission on Teacher Credentialing
Program Assessment Feedback
Education Specialist Teaching Credential Programs (2008)
Institution
CSU Fresno
Date of initial review
June 2012
Subsequent dates of review
General Comments: Readers were unable to locate a program summary, please include.
Direct links to relevant syllabi content are very useful – please use throughout. Provide
evidence that candidates are prepared to meet the needs of students throughout
California, not just the Fresno area.
Education Specialist Program Design Standards (1-16)
*Status
More
Information
Needed
More
Information
Needed
More
Information
Needed
Standard
Standard 1: Program Design, Rationale and Coordination
Questions, Comments, Additional Information Needed: Provide evidence for the program
addressing the full range of service delivery options, including general education. Provide
evidence that multiple points of entry are facilitated. Provide evidence that early and
continuous advising takes place. Provide evidence that explicit and supported mechanisms
for collaboration among all involved in the design, leadership, and ongoing delivery of the
program are present. Provide evidence partners provide intensive supervision for interns.
Evidence to be reviewed at the site visit: Student teaching handbook, visit/explore
partnership sites
Standard 2: Professional, Legal and Ethical Practices
Questions, Comments, Additional Information Needed: Describe how the Dispositions
Evaluation is used in the program to address ethical practices. Describe how the history of
special education is addressed? Provide evidence for how legal requirements are addressed.
Describe how candidates gain an understanding of appropriate methodology for the
development, monitoring, and coordination of the Individualized Education Program (IEP),
the Individualized Family Service Program (IFSP), and transition planning for students with
mild-moderate disabilities. Describe how candidates learn to promote behavior that is selfregulatory and positive? Describe how candidates demonstrate mastery of evidence-based
educational practices in relation to theories and research? Readers were unable to locate the
data collection strategies and development of the IEP, so please include.
Evidence to be reviewed at the site visit:
Standard 3: Educating Diverse Learners
Questions, Comments, Additional Information Needed: Readers could not locate the policy
related to Dispositions. Describe how the program provides knowledge and application of
pedagogical theories, development of academic language, and principles/practices for
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
1
Education Specialist Program Design Standards (1-16)
*Status
Standard
English language usage leading to comprehensive literacy in English. Describe how
religion, gender identity/expression, and sexual orientation are addressed in the program.
Evidence to be reviewed at the site visit:
More
Standard 4: Effective Communication and Collaborative Partnerships
Information Questions, Comments, Additional Information Needed: Describe how multi-tiered
Needed
intervention strategies and 504 are addressed. Describe how candidates learn to
communicate with the business community, and public/non-public agencies. Describe the
transitional collaborative project in 137 as it relates to this standard.
Evidence to be reviewed at the site visit:
More
Standard 5: Assessment of Students
Information Questions, Comments, Additional Information Needed: Describe how candidates
Needed
demonstrate knowledge of required statewide assessments and local, state, and federal
accountability systems.
Evidence to be reviewed at the site visit:
Preliminarily Standard 6: Using Educational and Assistive Technology
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: Describe how the assignment in
Needed
SPED 120: Introduction to Special Education, the School-based Observation and Interview
Report/Reflection assignments, addresses transition and transitional planning. Describe
how teacher candidates are introduced to assessment instruments and activities in planning,
implementation, and evaluation of transitional life experiences for students with disabilities
across the lifespan in 130.
Evidence to be reviewed at the site visit:
More
Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Information Questions, Comments, Additional Information Needed: Describe how SPED 145
Needed
specifically addresses IEP and IPP planning for transition-age youth in the areas of
community-based and vocational goals and supports. Describe how in SPED 136:
Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities,
through course content and signature assignments, students learn to plan instruction to
support access to the core curriculum. Describe how transition and transitional planning are
addressed in fieldwork and practicum experiences.
Evidence to be reviewed at the site visit:
More
Standard 9: Preparation to Teach Reading/Language Arts
Information Questions, Comments, Additional Information Needed: Provide evidence that researchNeeded
based instruction is used in the program. Describe how candidates are prepared to address
the English Language Arts Content Standards related to speaking?
Evidence to be reviewed at the site visit:
Preliminarily Standard 10: Preparation to Teach English Language Learners
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
2
Education Specialist Program Design Standards (1-16)
*Status
Aligned
More
Information
Needed
Standard
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Standard 11 : Typical and Atypical Development
Questions, Comments, Additional Information Needed: Provide documentation about how
pre-natal to school-age typical and atypical development is addressed. How are classroom
activities designed to facilitate student learning, and how are atypical students' learning
preferences, assessment of modalities and modality instruction are addressed? How does the
credential focus on the design and delivery of accessible and effective assessment,
curriculum, and instruction (including intervention) for students with diverse learning needs?
How do 146/147 focus on the development of skills required for candidates to be able to
design instructional environments that are appropriate to individual student needs, based on
chronological age, developmental differences, and disability-specific needs?
How does the intern pre-service component include introductory preparation relative to
Standard 11: Typical and Atypical Development in SPED 120 as well as ongoing preparation
throughout the program?
Evidence to be reviewed at the site visit:
Preliminarily Standard 12: Behavioral, Social, and Environmental Supports for Learning
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 13: Curriculum and Instruction of Students with Disabilities
Information Questions, Comments, Additional Information Needed: How does SPED 146: Assessment
Needed
and Instruction for Students with Moderate-Severe Disabilities covers content areas such as
the utilization of UDL to ensure standards-based access for students with moderate-severe
disabilities and use of tools such as IEP matrices and participation to articulate how contexts
for embedded instruction and individualized student supports? How does the program
provide opportunities for candidates to ensure equitable access to the content and
experiences found in the state-approved core curriculum?
Evidence to be reviewed at the site visit:
More
Standard 14: Creating Healthy Learning Environments
Information Questions, Comments, Additional Information Needed: Readers found the first three
Needed
paragraphs to be unrelated to this standard. Describe how all aspects of this standard are met
in the program when workshop content is not assessed.
More
Information
Needed
How does the program verify that candidates have completed the CPR certification.
Evidence to be reviewed at the site visit: CPR certification process, assessment of standard
elements and candidate competencies.
Standard 15: Field Experiences in a Broad Range of Service Delivery Options
Questions, Comments, Additional Information Needed: How is the continuum of special
education services addressed in the field experiences? Describe how experiences in general
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
3
Education Specialist Program Design Standards (1-16)
*Status
More
Information
Needed
Standard
education, experiences with parents and families, and a broad range of service delivery
options are met. Provide evidence that fieldwork culminates in a placement in which the
candidate works toward assuming full responsibility for the provision of services in the
specific credential authorization and is of sufficient duration for the candidate to demonstrate
the teacher performance expectations for special educators.
Evidence to be reviewed at the site visit:
Standard 16: Assessment of Candidate Performance
Questions, Comments, Additional Information Needed: Please provide examples of the
midterm and final evaluation related to the TPEs, the observation form, as well as the
components of the portfolio. How is verification of candidate performance provided by at
least one supervising teacher and one institutional supervisor trained to assess the TPEs, with
at least one assessor shall hold authorization in the candidate’s credential area?
Evidence to be reviewed at the site visit: Verify that at least one assessor holds
authorization in the candidate’s credential area.
Mild/Moderate Disabilities Level I
Status
More
Information
Needed
More
Information
Needed
More
Information
Needed
Standard
M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities
Questions, Comments, Additional Information Needed: The standard language does not
match current CTC standard. The information provided needs to be tied into identifying
characteristics.
Evidence to be reviewed at the site visit:
M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate
Disabilities
Questions, Comments, Additional Information Needed: Provide evidence that assessments
address developmental, social, communication, career and community life skills. How does
the program address state-mandated accountability measures?
Evidence to be reviewed at the site visit:
M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum and
Instruction
Questions, Comments, Additional Information Needed: How does the program ensure that
evidence-based instructional strategies are used across a variety of environments? How does
the program prepare candidates to create instructional and behavior support partnerships
with parents/families? Reference the IEP assignment for meeting “utilize standards-based
assessment data to collaboratively develop IEP goals. Provide evidence for how the
program provides a knowledge base of strategies and interventions for students who are not
responding to the current instructional environment (e.g., RTI).
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
4
Evidence to be reviewed at the site visit:
M/M Standard 4 Positive Behavior Support
Questions, Comments, Additional Information Needed: Standard language does not match
current CTC standard. Provide evidence that the program prepares candidates to participate
effectively in school wide behavior support processes as well as addressing coercion and
punishment. Please align to current standard.
Evidence to be reviewed at the site visit:
M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate
Preliminarily Disabilities
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/M Standard 6: Case Management
Information Questions, Comments, Additional Information Needed: Unable to review because the
Needed
incorrect standard and evidence was provided.
Evidence to be reviewed at the site visit:
More
Information
Needed
Moderate/Severe Disabilities Level I
Status
More
Information
Needed
Standard
Learning Characteristics of Individuals with Moderate/Severe
M/S Standard 1:
Disabilities
Questions, Comments, Additional Information Needed: How does the program ensure that
students understand the disability characteristics specific to the moderate/severe categories?
How does the program ensure that candidates can determine the implications of mod/severe
characteristics for service delivery?
Evidence to be reviewed at the site visit:
More
M/S Standard 2: Communication Skills
Information Questions, Comments, Additional Information Needed: How do weekly expectations and
Needed
activities, as well as the implementation of fieldwork requirements that are connected to
content of core methods courses and observed by a university supervisor in SPED 172 and
176 facilitate the meeting of this standard?
Evidence to be reviewed at the site visit:
More
M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context
Information Questions, Comments, Additional Information Needed: This is unclear: “Finally,
Needed
understanding challenging behavior and the relationship to communication and meaningful
relationships is used to being the semester and revisited at the end, as well.”
Evidence to be reviewed at the site visit:
Preliminarily M/S Standard 4: Assessment, Program Planning and Instruction
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care
Information Questions, Comments, Additional Information Needed: Describe how candidates
Needed
demonstrate knowledge of and ability to support the movement, mobility, sensory and
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
5
specialized health care needs required for students to participate fully in classrooms, school,
and the community. Describe how the candidate demonstrates knowledge of and ability to
use appropriate and safe techniques, procedures, educational technology, and adaptive
equipment. Describe how candidates demonstrate knowledge of federal, state, and local
policies related to specialized health care in educational settings.
Evidence to be reviewed at the site visit:
Preliminarily M/S Standard 6: Positive Behavioral Support
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
M/S Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
comprehension of topics covered in the various courses described?
Evidence to be reviewed at the site visit:
More
M/S Standard 8: Augmentative and Alternative Communication
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
knowledge specific to the disability categories delineated in the standard?
Evidence to be reviewed at the site visit:
Deaf and Hard-of-Hearing
D/HH Standard 1: Characteristics of Learners
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 2: Development of Professional Perspectives
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 3: Candidate Communication Skills
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 4: Language and Cognitive Development Strategies
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 5: Specialized Assessment
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 6: Instructional Techniques
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 7: Early Childhood Intervention and Education
Questions, Comments, Additional Information Needed:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
6
Evidence to be reviewed at the site visit:
D/HH Standard 8: Hearing Loss and Additional Disabilities
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 9: Managing Student Behavior and Social Interaction Skills
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 10: Transition and Transitional Planning
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
D/HH Standard 11: Collaborative Partnerships
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
7
Commission on Teacher Credentialing
Program Assessment Feedback
Education Specialist Teaching Credential Programs (2008)
Institution
CSU Fresno
Date of initial review
July 2012
Subsequent dates of review
General Comments: It is helpful to readers to have each sentence in the standard
addressed individually, see how standard 10 was explained in your document for an
example. Show exactly where in syllabi standard is covered, suggest use of matrix
or chart.
Education Specialist Program Design Standards (1-16)
*Status
Standard
Preliminarily Standard 1: Program Design, Rationale and Coordination
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 2: Professional, Legal and Ethical Practices
Information Questions, Comments, Additional Information Needed: Please supply a response to each
Needed
sentence in the standard. Linking to the syllabus is not enough, need to know how each part
is met. How is the history of special education addressed? Provide evidence for how legal
requirements are addressed. Describe how candidates participate in the development, and
planning of the Individualized Education Program (IEP), the Individualized Family Service
Program (IFSP), etc. Describe how candidates learn to promote ethical behavior.
Evidence to be reviewed at the site visit:
More
Standard 3: Educating Diverse Learners
Information Questions, Comments, Additional Information Needed: Provide evidence of how
Needed
understanding and acceptance of differences is taught. ESL is covered but what about other
differences? How is candidate knowledge demonstrated? Describe how religion, gender
identity/expression, and sexual orientation are addressed in the program.
Evidence to be reviewed at the site visit:
More
Standard 4: Effective Communication and Collaborative Partnerships
Information Questions, Comments, Additional Information Needed: Describe how multi-tiered
Needed
intervention strategies and 504 are addressed. Describe how candidates learn to
communicate with the business community, and public/non-public agencies. Tell strategies
for working with general education teachers and school administrators. Show exactly where
standard is covered in course syllabi.
Evidence to be reviewed at the site visit:
More
Standard 5: Assessment of Students
Information Questions, Comments, Additional Information Needed: Describe how candidates acquire
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
1
Education Specialist Program Design Standards (1-16)
*Status
Needed
Standard
background knowledge of assessment. Describe assessments and multiple sources of
information candidates use in order to participate in progress monitoring and in decision
making regarding eligibility and services. What are the opportunities student teaching
placements provide for demonstrating knowledge of assessments? Please list all instructors.
Evidence to be reviewed at the site visit:
More
Standard 6: Using Educational and Assistive Technology
Information Questions, Comments, Additional Information Needed: The reader does not see where
Needed
candidates demonstrate knowledge of assistive technology in CDDS 114.
Evidence to be reviewed at the site visit:
Preliminarily Standard 7: Transition and Transitional Planning
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Information Questions, Comments, Additional Information Needed: Describe how CDDS 114
Needed
specifically addresses IFSP/IEP planning. Describe how transition and transitional planning
are addressed.
Evidence to be reviewed at the site visit: Verify candidate participation in goal setting
and IEP planning in student teaching.
More
Standard 9: Preparation to Teach Reading/Language Arts
Information Questions, Comments, Additional Information Needed: Breakdown where in syllabi the
Needed
items in the matrix are covered.
Evidence to be reviewed at the site visit:
Preliminarily Standard 10: Preparation to Teach English Language Learners
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
Standard 11 : Typical and Atypical Development
Information Questions, Comments, Additional Information Needed: Describe in further detail where
Needed
candidates are exposed to the items in the standard. How do candidates will demonstrate
skills required to provide information to family members. Show where candidates
demonstrate skills appropriate to the student’s chronological age, developmental
differences, and disability-specific needs for all disabilities.
Evidence to be reviewed at the site visit:
More
Standard 12: Behavioral, Social, and Environmental Supports for Learning
Information Questions, Comments, Additional Information Needed: Explain further how candidates
Needed
will assess behavior of students, including students with complex behavioral and emotional
needs.
Evidence to be reviewed at the site visit:
Preliminarily Standard 13: Curriculum and Instruction of Students with Disabilities
Aligned
Questions, Comments, Additional Information Needed:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
2
Education Specialist Program Design Standards (1-16)
*Status
Standard
Evidence to be reviewed at the site visit:
More
Standard 14: Creating Healthy Learning Environments
Information Questions, Comments, Additional Information Needed: Please provide evidence that
Needed
candidates attend the Conference of Character and Civic Education. It states that it is
required...under which course is it required? What happens if a candidate does not attend,
how is learning assessed for each candidate? Provide more explanation on how student
health and its impact on learning are explored in CI 171. The reader did not see evidence in
course syllabus (in readings or assignments).
Evidence to be reviewed at the site visit: Attendance requirements, sign-in sheets.
More
Standard 15: Field Experiences in a Broad Range of Service Delivery Options
Information Questions, Comments, Additional Information Needed: Please address how fieldwork
Needed
experiences in birth to five settings is required of candidates?
Evidence to be reviewed at the site visit:
Preliminarily Standard 16: Assessment of Candidate Performance
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Deaf and Hard-of-Hearing Level I
More
Information
Needed
D/HH Standard 1: Characteristics of Learners
Questions, Comments, Additional Information Needed: Please provide evidence that
current research on deaf-blind and deaf children with additional disabilities is addressed in
CDDS 200. The syllabus does not provide enough evidence.
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 2: Development of Professional Perspectives
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
D/HH Standard 3: Candidate Communication Skills
Information Questions, Comments, Additional Information Needed: Please provide further evidence
Needed
that candidates demonstrate communication skills with students who are deaf-blind, and/or
those with additional disabilities.
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 4: Language and Cognitive Development Strategies
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 5: Specialized Assessment
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
3
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 6: Instructional Techniques
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 7: Early Childhood Intervention and Education
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
More
D/HH Standard 8: Hearing Loss and Additional Disabilities
Information Questions, Comments, Additional Information Needed: Please provide content to be
Needed
discussed (and course readings) in CDDS 263 that specifically covers hearing loss and
additional disabilities. The reader did not see where the candidates were required to address
“considerations of specialized adaptations and/or modifications in the learning process”.
While CDDS 201 addresses challenging behaviors in young children, please provide
evidence that additional disabilities is discussed in the course.
Evidence to be reviewed at the site visit:
More
D/HH Standard 9: Managing Student Behavior and Social Interaction Skills
Information Questions, Comments, Additional Information Needed: Please explain how candidates are
Needed
assessed in their ability to foster appropriate social behavior/ social skills/ self-advocacy
skills.
Evidence to be reviewed at the site visit:
More
D/HH Standard 10: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: Please provide evidence that
Needed
candidates demonstrate skills related to transition from Part C to Part B of IDEA, that
candidates demonstrate skills in writing transition plans for high-school aged students (adult
transitions) who are deaf or hard-of-hearing, including those who are deaf-blind and those
with additional disabilities. Are those skills demonstrated in fieldwork and if so, please
provide evidence.
Evidence to be reviewed at the site visit:
Preliminarily D/HH Standard 11: Collaborative Partnerships
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
4
Commission on Teacher Credentialing
Program Assessment Feedback
Education Specialist Teaching Credential Programs (2008)
Institution
CSU Fresno
Date of initial review
June 2012
Subsequent dates of review
General Comments: Readers were unable to locate a program summary, please include.
Direct links to relevant syllabi content are very useful – please use throughout. Provide
evidence that candidates are prepared to meet the needs of students throughout
California, not just the Fresno area.
Education Specialist Program Design Standards (1-16)
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Standard
Standard 1: Program Design, Rationale and Coordination
Questions, Comments, Additional Information Needed: Provide evidence for the program
addressing the full range of service delivery options, including general education. Provide
evidence that multiple points of entry are facilitated. Provide evidence that early and
continuous advising takes place. Provide evidence that explicit and supported mechanisms
for collaboration among all involved in the design, leadership, and ongoing delivery of the
program are present. Provide evidence partners provide intensive supervision for interns.
Evidence to be reviewed at the site visit: Student teaching handbook, visit/explore
partnership sites
Standard 2: Professional, Legal and Ethical Practices
Questions, Comments, Additional Information Needed: Describe how the Dispositions
Evaluation is used in the program to address ethical practices. Describe how the history of
special education is addressed? Provide evidence for how legal requirements are addressed.
Describe how candidates gain an understanding of appropriate methodology for the
development, monitoring, and coordination of the Individualized Education Program (IEP),
the Individualized Family Service Program (IFSP), and transition planning for students with
mild-moderate disabilities. Describe how candidates learn to promote behavior that is selfregulatory and positive? Describe how candidates demonstrate mastery of evidence-based
educational practices in relation to theories and research? Readers were unable to locate the
data collection strategies and development of the IEP, so please include.
Evidence to be reviewed at the site visit:
Standard 3: Educating Diverse Learners
Questions, Comments, Additional Information Needed: Readers could not locate the policy
related to Dispositions. Describe how the program provides knowledge and application of
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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Education Specialist Program Design Standards (1-16)
*Status
Standard
pedagogical theories, development of academic language, and principles/practices for
English language usage leading to comprehensive literacy in English. Describe how
religion, gender identity/expression, and sexual orientation are addressed in the program.
Evidence to be reviewed at the site visit:
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Standard 4: Effective Communication and Collaborative Partnerships
Information Questions, Comments, Additional Information Needed: Describe how multi-tiered
Needed
intervention strategies and 504 are addressed. Describe how candidates learn to
communicate with the business community, and public/non-public agencies. Describe the
transitional collaborative project in 137 as it relates to this standard.
Evidence to be reviewed at the site visit:
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Standard 5: Assessment of Students
Information Questions, Comments, Additional Information Needed: Describe how candidates
Needed
demonstrate knowledge of required statewide assessments and local, state, and federal
accountability systems.
Evidence to be reviewed at the site visit:
Preliminarily Standard 6: Using Educational and Assistive Technology
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: Describe how the assignment in
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SPED 120: Introduction to Special Education, the School-based Observation and Interview
Report/Reflection assignments, addresses transition and transitional planning. Describe
how teacher candidates are introduced to assessment instruments and activities in planning,
implementation, and evaluation of transitional life experiences for students with disabilities
across the lifespan in 130.
Evidence to be reviewed at the site visit:
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Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning
Information Questions, Comments, Additional Information Needed: Describe how SPED 145
Needed
specifically addresses IEP and IPP planning for transition-age youth in the areas of
community-based and vocational goals and supports. Describe how in SPED 136:
Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities,
through course content and signature assignments, students learn to plan instruction to
support access to the core curriculum. Describe how transition and transitional planning are
addressed in fieldwork and practicum experiences.
Evidence to be reviewed at the site visit:
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Standard 9: Preparation to Teach Reading/Language Arts
Information Questions, Comments, Additional Information Needed: Provide evidence that researchNeeded
based instruction is used in the program. Describe how candidates are prepared to address
the English Language Arts Content Standards related to speaking?
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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Education Specialist Program Design Standards (1-16)
*Status
Standard
Preliminarily Standard 10: Preparation to Teach English Language Learners
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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Standard 11 : Typical and Atypical Development
Information Questions, Comments, Additional Information Needed: Provide documentation about how
Needed
pre-natal to school-age typical and atypical development is addressed. How are classroom
activities designed to facilitate student learning, and how are atypical students' learning
preferences, assessment of modalities and modality instruction are addressed? How does the
credential focus on the design and delivery of accessible and effective assessment,
curriculum, and instruction (including intervention) for students with diverse learning needs?
How do 146/147 focus on the development of skills required for candidates to be able to
design instructional environments that are appropriate to individual student needs, based on
chronological age, developmental differences, and disability-specific needs?
How does the intern pre-service component include introductory preparation relative to
Standard 11: Typical and Atypical Development in SPED 120 as well as ongoing preparation
throughout the program?
Evidence to be reviewed at the site visit:
Preliminarily Standard 12: Behavioral, Social, and Environmental Supports for Learning
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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Standard 13: Curriculum and Instruction of Students with Disabilities
Information Questions, Comments, Additional Information Needed: How does SPED 146: Assessment
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and Instruction for Students with Moderate-Severe Disabilities covers content areas such as
the utilization of UDL to ensure standards-based access for students with moderate-severe
disabilities and use of tools such as IEP matrices and participation to articulate how contexts
for embedded instruction and individualized student supports? How does the program
provide opportunities for candidates to ensure equitable access to the content and
experiences found in the state-approved core curriculum?
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Evidence to be reviewed at the site visit:
Standard 14: Creating Healthy Learning Environments
Questions, Comments, Additional Information Needed: Readers found the first three
paragraphs to be unrelated to this standard. Describe how all aspects of this standard are met
in the program when workshop content is not assessed.
How does the program verify that candidates have completed the CPR certification.
Evidence to be reviewed at the site visit: CPR certification process, assessment of standard
elements and candidate competencies.
Standard 15: Field Experiences in a Broad Range of Service Delivery Options
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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Education Specialist Program Design Standards (1-16)
*Status
Information
Needed
More
Information
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Standard
Questions, Comments, Additional Information Needed: How is the continuum of special
education services addressed in the field experiences? Describe how experiences in general
education, experiences with parents and families, and a broad range of service delivery
options are met. Provide evidence that fieldwork culminates in a placement in which the
candidate works toward assuming full responsibility for the provision of services in the
specific credential authorization and is of sufficient duration for the candidate to demonstrate
the teacher performance expectations for special educators.
Evidence to be reviewed at the site visit:
Standard 16: Assessment of Candidate Performance
Questions, Comments, Additional Information Needed: Please provide examples of the
midterm and final evaluation related to the TPEs, the observation form, as well as the
components of the portfolio. How is verification of candidate performance provided by at
least one supervising teacher and one institutional supervisor trained to assess the TPEs, with
at least one assessor shall hold authorization in the candidate’s credential area?
Evidence to be reviewed at the site visit: Verify that at least one assessor holds
authorization in the candidate’s credential area.
Mild/Moderate Disabilities
Status
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Standard
M/M Standard 1: Characteristics of Students with Mild/Moderate Disabilities
Questions, Comments, Additional Information Needed: The standard language does not
match current CTC standard. The information provided needs to be tied into identifying
characteristics.
Evidence to be reviewed at the site visit:
M/M Standard 2: Assessment and Evaluation of Students with Mild/Moderate
Disabilities
Questions, Comments, Additional Information Needed: Provide evidence that assessments
address developmental, social, communication, career and community life skills. How does
the program address state-mandated accountability measures?
Evidence to be reviewed at the site visit:
M/M Standard 3: Planning and Implementing Mild/Moderate Curriculum and
Instruction
Questions, Comments, Additional Information Needed: How does the program ensure that
evidence-based instructional strategies are used across a variety of environments? How does
the program prepare candidates to create instructional and behavior support partnerships
with parents/families? Reference the IEP assignment for meeting “utilize standards-based
assessment data to collaboratively develop IEP goals. Provide evidence for how the
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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program provides a knowledge base of strategies and interventions for students who are not
responding to the current instructional environment (e.g., RTI).
Evidence to be reviewed at the site visit:
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M/M Standard 4 Positive Behavior Support
Information Questions, Comments, Additional Information Needed: Standard language does not match
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current CTC standard. Provide evidence that the program prepares candidates to participate
effectively in school wide behavior support processes as well as addressing coercion and
punishment. Please align to current standard.
Evidence to be reviewed at the site visit:
M/M Standard 5: Specific Instructional Strategies for Students with Mild/Moderate
Preliminarily Disabilities
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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M/M Standard 6: Case Management
Information Questions, Comments, Additional Information Needed: Unable to review because the
Needed
incorrect standard and evidence was provided.
Evidence to be reviewed at the site visit:
Moderate/Severe Disabilities
Status
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Standard
M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe
Disabilities
Questions, Comments, Additional Information Needed: How does the program ensure that
students understand the disability characteristics specific to the moderate/severe categories?
How does the program ensure that candidates can determine the implications of mod/severe
characteristics for service delivery?
Evidence to be reviewed at the site visit:
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M/S Standard 2: Communication Skills
Information Questions, Comments, Additional Information Needed: How do weekly expectations and
Needed
activities, as well as the implementation of fieldwork requirements that are connected to
content of core methods courses and observed by a university supervisor in SPED 172 and
176 facilitate the meeting of this standard?
Evidence to be reviewed at the site visit:
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M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context
Information Questions, Comments, Additional Information Needed: This is unclear: “Finally,
Needed
understanding challenging behavior and the relationship to communication and meaningful
relationships is used to being the semester and revisited at the end, as well.”
Evidence to be reviewed at the site visit:
Preliminarily M/S Standard 4: Assessment, Program Planning and Instruction
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care
Information Questions, Comments, Additional Information Needed: Describe how candidates
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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Needed
demonstrate knowledge of and ability to support the movement, mobility, sensory and
specialized health care needs required for students to participate fully in classrooms, school,
and the community. Describe how the candidate demonstrates knowledge of and ability to
use appropriate and safe techniques, procedures, educational technology, and adaptive
equipment. Describe how candidates demonstrate knowledge of federal, state, and local
policies related to specialized health care in educational settings.
Evidence to be reviewed at the site visit:
Preliminarily M/S Standard 6: Positive Behavioral Support
Aligned
Questions, Comments, Additional Information Needed:
Evidence to be reviewed at the site visit:
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M/S Standard 7: Transition and Transitional Planning
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
comprehension of topics covered in the various courses described?
Evidence to be reviewed at the site visit:
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M/S Standard 8: Augmentative and Alternative Communication
Information Questions, Comments, Additional Information Needed: How do candidates demonstrate
Needed
knowledge specific to the disability categories delineated in the standard?
Evidence to be reviewed at the site visit:
Program Assessment for each approved educator preparation program is required as part of the Commission’s
accreditation activities. The Preliminary Report of Findings does not imply that any of the Commission’s Program
Standards are Met. The decision if each standard is met or not is the responsibility of the site visit team.
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